| İlköğretim öğrencilerinin argümantasyon tabanlı bilim öğrenme yaklaşımı uygulamalarına ilişkin görüşleri | Esra MEMİŞ KABATAŞ | 401–418 |
| Primary teacher and student opinions regarding leisure activities at primary education | Mehmet GÜLTEKİN, Nurhan ATALAY, Yusuf AY | 419–437 |
| The opinions of elementary school teachers on the use of smart board | Ahmet ÖZCAN, Seyat POLAT | 439–455 |
| To determine the effect of the activities based on conceptual change approach on students conceptual understanding of floating-sinking objects | Neslihan ÜLTAY, Gonca KASAP | 457–474 |
| A comparative examination of strategies aiming to improve thinking skills of children used by preschool teachers in different countries | Sema SOYDAN BÜYÜKTAŞKAPU, Hatice Merve DERELİ | 475–496 |
| Views of clasroom teachers who change in master branch, about their new states | Mehmet Koray SERİN, İsa KORKMAZ | 497–514 |
| The adaptation to Turkish of the writing attitude scale (was): The study of validity and reliability | Ali GÖÇER | 515–524 |
| Expectations of the classroom teachers from play and physical activities lesson | Özer YILDIZ, Özbay GÜVEN | 525–538 |
| Pre-school teacher candidates perception of community service application course | Devlet PİRPİR ALAKOÇ, Canan ÇİÇEKLER YILDIZ, Çağla BÜYÜKBAYRAKTAR GİRGİN, Rukiye ER KONUK | 539–554 |
| The validity and reliability of the Turkish version of rational experiantial inventory | Deniz GÜLLEROĞLU, Eylem Gökçe TÜRK | 555–571 |
| Examining the relationship between positive and negative emotions and risky behaviors in adolescents | Bülent Baki TELEF | 591–604 |
| A different approach in educational administration: Mutopiesis theory | Aydın BALYER | 605–618 |
| Determination of interrelationships of the first grade prospective primary school teachers integrated science process skills |